Abstract
In the spring semester of 2020, all Chinese higher education institutions delivered courses online across the nation in response to the COVID-19. This study explores Chinese college students’ self-regulated learning, academic entitlement, and academic achievement during the transitioning from face-to-face to online learning environments during this special time. Structure equation modeling was conducted, and results indicate that academic entitlement associates with students’ online learning academic achievement. Whereas self-regulated learning does not relate to academic achievement in the online learning setting. Additionally, academic entitlement is marginally associated with academic achievement only among male students, while self-regulated learning is not a significant predictor for both genders. However, self-regulated learning is marginally linked with higher academic achievement among students who do not have previous online learning experiences but not among those who took online courses before.
Highlights
Online learning has been integrated but often used as a supplement to in-person teaching in universities in China (Sun et al, 2017; Tao et al, 2020)
The results reveal that academic entitlement is associated with academic achievement
Results note that academic entitlement is marginally linked to lower academic achievement only among male students, which argues with Blincoe and Garris’ (2017) statement that female students often report higher levels of academic entitlement
Summary
Online learning has been integrated but often used as a supplement to in-person teaching in universities in China (Sun et al, 2017; Tao et al, 2020). In response to the COVID-19 pandemic, Chinese higher education institutions moved to remote instruction during the spring semester of 2020. This was the first time that college courses were completely delivered online, and it was the first time that a majority of Chinese college students took online courses formally. When learning online, students may face various challenges compared to learning in face-to-face courses. Being quarantined at home while taking online courses, they would receive a feeling of isolation, which is identified as a major challenge for online learners (Rao et al, 2011). Some researchers even noted that online learning would
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